The pedagogical support system for students working at school

Introduction. The acute shortage of young teachers currently observed in Russia is of particular interest to students who have already started working in the education field during their studies. The search for ways to support and prevent potential difficulties for such students is the subject of discussion. Aim. The aim of the study is to explore potential strategies to assist students from pedagogical universities who are working in schools while mastering the basic professional educational programme. Methodology and research methods were based on systemic, activity-based, and personality-oriented approaches. Theoretical (analysis and author’s interpretation of psychological and pedagogical literature on the problem of accompanying higher education students, systematisation, and generalisation of scientific research results) and empirical (questionnaires, interviews, analysis and interpretation of results, pedagogical modelling) methods were used. Results and scientific novelty. The study presents a proven pedagogical system that considers the full cycle of support aimed at identifying the challenges faced by working students, determining the main directions of targeted support, implementing it, and fostering the development of students in educational and professional activities. The content and format of the subjects’ activities at each stage of support are described: preparation, correction, enrichment, reflection. The dyads “student-teacher” and “young teacher-teacher-mentor” are combined to address the shared goal of offering comprehensive support. Practical significance. The developed model of support for students at a pedagogical university who are working at schools can be implemented in the training of future teachers at the university and in the educational institutions where the students are employed.

1. Snoek M., Dengerink J., Wit B. Reframing the teacher profession as a dynamic multifaceted profession: a wider perspective on teacher quality and teacher competence frameworks. European Journal of Education. 2019;54:413–425. doi:10.1111/ejed.12350

2. Virkkula E. Student teachers’ views of competence goals in vocational teacher education. European Journal of Teacher Education. 2022;45(2):250–265. doi:10.1080/02619768.2020.1806229

3. Kirillova Ya.V. Pedagogical support of university students’ as condition of increasing education quality. Vestnik YUUrGU. Seriya “Obrazovanie. Pedagogicheskie nauki” = Bulletin of the South Ural State University. Ser. Education. Educational Sciences. 2018;10(3):44–49. (In Russ.) doi:10.14529/ped180305

4. Stukalova O.V., Grebennikov V.V., Ruchkina G.F., Besedkina N.I., Kochneva L.V. Pedagogical accompany system of university students’ professional development. Revista Espacios. 2018;39(02):12. Accessed January 17, 2023. http://www.revistaespacios.com/a18v39n02/a18v39n02p12.pdf

5. Neuemova-Kolchedanceva E.V. Methods for supporting personal self-determination of future teachers. Mir nauki. Pedagogika i psihologiya = World of Science. Pedagogy and Psychology. 2020;3(8). (In Russ.) Accessed March 02, 2023. https://mir-nauki.com/PDF/66PDMN320.pdf

6. Gjedia R., Gardinier M.P. Mentoring and teachers’ professional development in Albania. European Journal of Education. 2018;53(1):102–117. doi:10.1111/ejed.12258

7. Bamrungsin P., Khampirat B. Improving professional skills of pre-service teachers using online training: applying work-integrated learning approaches through a quasi-experimental study. Sustainability. 2022;14:4362. doi:10.3390/su14074362

8. Suárez A.A.G., Núñez R.P., Castro W.R.A. Accompanying teachers in training: tutors’ discourses on pedagogical practices in context. Journal of Language and Linguistic Studies. 2022;18(3):315–324. Accessed January 17, 2023. https://www.jlls.org/index.php/jlls/article/view/4924/1659

9. Backhouse A. ‘Stepping on the teacher’s toes’: student teachers’ experience of a one-year postgraduate teacher training programme. European Journal of Teacher Education. 2022;45(5):707–726. doi: 10.1080/02619768.2020.1860005

10. Mena J., García M., Clarke A., Barkatsas A. An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education. 2016;39(1):53–76. doi:10.1080/02619768.2015.1011269

11. Mena J., Hennissen P., Loughran J. Developing pre-service teachers’ professional knowledge of teaching: the influence of mentoring. Teaching and Teacher Education. 2017;66:47–59. doi:10.1016/j.tate.2017.03.024

12. Edwards-Groves C.J. Learning teaching practices: the role of critical mentoring conversations in teacher education. Journal of Education and Training Studies. 2016;2(2):151–166. doi:10.11114/jets.v2i2.343

13. Rudenko I.V., Sarkisova I.V. Mentoring as a form of scientific and methodological support of the professional development of future teachers. Nauchnyj vektor Balkan = Scientific Vector of the Balkans. 2021;5(2):15–20. (In Russ.) doi:10.34671/SCH.SVB.2021.0502.0003

14. Hogheim S., Federici R.A. Interest in teacher education: exploring the relation between student teacher interest and ambitions in teacher education. European Journal of Teacher Education. 2020;45(5):581–599. doi:10.1080/02619768.2020.1860006

15. Herman R.I. Students’ motivation for the teaching career. Education Facing Contemporary World Issues. 2019;67:816–824. doi:10.15405/epsbs.2019.08.03.97

16. Zeer E.F. Psihologiya professij = Psychology of professions. Moscow: Publishing House Akademicheskij proekt; 2003. 336 p. (In Russ.) Accessed August 11, 2023. https://www.elibrary.ru/item.asp?id=20072813

17. Zeer E.F., Popova O.S. Psychological guiding of students’ individual educational trajectories in vocational school. Obrazovanie i nauka = The Education and Science Journal. 2015;4(123):88–99. (In Russ.) Accessed March 11, 2023. https://cyberleninka.ru/article/n/psihologicheskoe-soprovozhdenie-individualnyh-obrazovatelnyh-traektoriy-obuchayuschihsya-v-professionalnoy-shkole

18. Belyakova E.G. Guiding professional self-determination of pedagogy students: conceptual-axiological approach. Innovacionnye proekty i programmy v obrazovanii = Innovative Projects and Programs in Education. 2018;4:64–72. (In Russ.) Accessed August 08, 2023. https://www.elibrary.ru/item.asp?id=36552360

19. Lapshova A.V., Vaganova O.I., Maleeva M.S. Psychological and pedagogical support of vocational training of university students. Problemy sovremennogo pedagogicheskogo obrazovaniya = Problems of Modern Pedagogical Education. 2018;59(4). (In Russ.) Accessed March 02, 2023. https://cyberleninka.ru/article/n/psihologo-pedagogicheskoe-soprovozhdenie-professionalnoy-podgotovki-studentov-vuza

20. Pryaluhina A.V., Sozinova M.V. Psychological and pedagogical support of professional development of the personality of a student at the university. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2020;1(50):384–388. (In Russ.) doi:10.25683/VOLBI.2020.50.146

21. Mergal V.C., Mediante S.B., Orbon M.C., et al. Social support, spirituality and psychological wellbeing of working students. Abstract Proceedings International Scholars Conference. 2019;7(1):881–900. doi:10.35974/isc.v7i1.924

22. Koropec O.A., Balandina T.Yu., Gafurova T.R. Pedagogical support of working students with the emotional burnout syndrome. Global’nyj nauchnyj potencial = Global Scientific Potential. 2020;1(106):86– 90. (In Russ.) Accessed August 11, 2023. https://www.elibrary.ru/item.asp?id=42600498

23. Govorushenko A.V., Kretova L.N., Hrapchenkov V.G. Academic adaptation of first-year students to study at university. Filosofiya obrazovaniya = Philosophy of Education. 2021;21(1):128–142. (In Russ.) doi:10.15372/PHE20210108

24. Narusova E.Yu., Koroleva A.M., Fomina N.B., Struchalin V.G. Pedagogical support of the process of adaptation of first-year students to study at the university. Vestnik NTsBZhD = Vestnik NCBŽD. 2022;2(52):48–57. (In Russ.) Accessed August 11, 2023. https://www.elibrary.ru/item.asp?id=48500486

25. Guo J., Liu Y., Chen Y., Chai G., Zhao X. Psychological support for public-funded normal students engaged in teaching profession. Frontiers in Psychology. 2022;13(940431). doi:10.3389/fpsyg.2022.940431

26. Chhetri S.B., Baniya R. Influence of student-faculty interaction on graduate outcomes of undergraduate management students: the mediating role of behavioral, emotional and cognitive engagement. The International Journal of Management Education. 2022;20(2):100640. doi:10.1016/j.ijme.2022.100640

27. Zhoc K.C.H., King R.B., Chung T.S.H., et al. Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. European Journal of Psychology of Education. 2020;35:839–863. doi:10.1007/s10212-019-00458-0

28. Shadrina Yu.E., Radysh I.V. Emotional intelligence and features of psychological state as factors of students’ academic performance. Vysshee obrazovanie segodnya = Higher Education Today. 2020;12:52–57. (In Russ.) doi:10.25586/RNU.HET.20.12.P.52

29. Remenick L., Bergman M. Support for working students: considerations for higher education institutions. The Journal of Continuing Higher Education. 2021;69(1):34–45. doi:10.1080/07377363.2020.1777381

30. Summer R., McCoy M., Trujillo I., Rodriguez E. Support for working students: understanding the impacts of employment on students’ lives. Journal of College Student Retention: Research, Theory & Practice. 2023. doi:10.1177/15210251221149209